Direct Instruction Lesson Plan
Date: Fall 2015
Grade Level: 10
Target Students: Whole class
Theme/Topic: Students will explore the history of the Harlem Renaissance and analyze the various artistic
works that resulted from it. They will work to identify common themes that are emphasized in those artistic
pieces, particularly in four poems: Langston Hughes’ “The Negro Speaks of Rivers”, Countee Cullen’s
“Incident”, Jean Toomer’s “A Certain Man”, and Langston Hughes’ “Theme for English B”. This will be
accomplished by completing a webquest with an accompanying worksheet which will be followed by
brainstorming for an upcoming essay that synthesizes that information.
Rationale: Students will be better able to use historical facts to put works of literature, or other artistic works,
into context. This will, in turn, prepare students to synthesize this information in writing, both creatively and
Common Core State and/or NC Essential Standards: CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts
of a subject told in different mediums, determining which details are emphasized in each account.
(The research and activities we complete for this standard leads to a writing activity that deals with the
following two standards.)
CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization, and analysis of
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
2. Communication and Collaboration: Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing.
Behavioral Objectives / Performance Objective
Students will be able
Students will analyze multiple historical sources and several artistic works to better
understand the Harlem Renaissance and the literature it produced with special attention
to which aspects of the African-American experience are emphasized.
Students will complete a webquest on the Harlem Renaissance with an accompanying
worksheet that will then be graded.
After choosing a writing prompt, students will then complete a web-based bubble chart
to organize their thoughts for an upcoming essay and share it with peers.
Student Friendly Objective or Essential Question:
1. What historical conditions influenced/affected and inspired the artists of the Harlem Renaissance?
2. How is the Harlem Renaissance similar to the Renaissance that occurred a few hundred years before in
Europe? How is it different?
3. Are there any recurring themes in the art, music, and literature produced? If so, what are they? Why are they
Materials: webquest and worksheets (available online), access to computers (either computer lab, mobile lab, or
Review/Hook: I will prompt the class to explain the Renaissance and then encourage them to
think of a similar outburst of creativity in the United States.
Teacher Input: I will direct students to the online webquest. The link is:
http://zunal.com/webquest.php?w=217909. The directions are on the webquest, but we
will go over general expectations such as appropriate time management.
The students will be instructed that at the end of class they are to create a bubble map
on https://bubbl.us/ for their chosen prompt and share it with a classmate for feedback
after completing the webquest.
Each student will complete the webquest and worksheet available at:
Closure of the Lesson:
After completing the webquest, each student will brainstorm ideas for his or her writing
assignment and complete a bubble map on https://bubbl.us/. This will then be sent to me
and a peer so that students can discuss ideas during the following class.
As a class, we will discuss the timeline of the essays, i.e. when the first draft is due, etc.
Evaluation/Assessment of Student Learning
Summative: The worksheet will be graded on completion, accuracy (when applicable) and effort.
Formative: Bubble maps will be reviewed to make sure students are on the right track.
Supervising Teacher’s Signature:
Student Teacher’s Signature:
Plans for Individual Differences
Early Finishers: Students that finish early can begin planning or outlining the essay that was listed at the end of
Late Finishers: Students that do not finish during class can finish the webquest and bubble map at home to turn
in the next class period.
Extension of Lesson: If students want to learn more about the Harlem Renaissance (which I really hope they
do), I will direct them to the following sites:
http://www.jcu.edu/harlem/. Additional texts, like the works of Zora Neale Hurston and Jean Toomer,
are available in the library.
Exceptionalities: The webquest includes a variety of different types of media: text, video, audio, and images.
Also, students can work at their own paces. The bubble maps will help students gather their thoughts before
writing their essays.
English Language Learners: Students struggling with English can partner with another student if they choose
to. The multimedia information should help foster understanding for some aspects of the assignment. I will be
available to help explain the essay that is assigned at the end.
21st Century Skills: The entire assignment utilizes internet resources. Students have access to a wide variety
of sources. Furthermore, students are able to share brainstorming with me and their peers which will greatly
help in the editing process.
Learning Styles/Preferences: Visual, verbal, and auditory styles are utilized in this lesson.